conflict resolution in elementary school
TRANSCRIPT
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Rowan University Rowan University
Rowan Digital Works Rowan Digital Works
Theses and Dissertations
5-2-2007
Conflict resolution in elementary school Conflict resolution in elementary school
Nanci L. Moore Rowan University
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Recommended Citation Recommended Citation Moore, Nanci L., "Conflict resolution in elementary school" (2007). Theses and Dissertations. 825. https://rdw.rowan.edu/etd/825
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CONFLICT RESOLUTION IN
ELEMENTARY SCHOOL
byNanci L. Moore
A Thesis
Submitted in partial fulfillment of the requirements of theMaster of Arts Degree
ofThe Graduate School
atRowan University
May 2, 2007
Approved byDr. Roberta Dihoff/Dr. ra Epifa
Date Approved 44PS© 2007 Nanci L. Moore
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ABSTRACT
Nanci L. MooreCONFLICT RESOLUTION IN
ELEMENTARY SCHOOL2006/07
Dr. Roberta Dihoff and Dr. Frank EpifanioMaster of Arts in School Psychology
The purpose of this study was to investigate and assess the effectiveness of conflict
resolution training on students' ability to recall the steps of conflict resolution and to use
conflict resolution strategies to resolve conflicts peacefully. Thirty-five third grade
students from a middle class rural elementary school participated in the study. The
experimental group (N = 17) received six weeks of conflict resolution training, and the
control group (N = 18) received no intervention. All participants were assessed on recall
of the six steps of conflict resolution and on the application of conflict strategies in
response to a conflict scenario during a pre and posttest. A two-way analysis of variance
was conducted and indicated that conflict resolution training is effective in teaching
students to recall the steps of conflict resolution F= 163.984, p < .000 df (1,33) and is
effective in teaching students strategies to resolve conflicts peacefully F = 8.791, p < .006
df (1,33). The group who received training recalled significantly more steps and utilized
more peaceful conflict strategies than the control group F = 18.263, p < 000, df (1,33).
Implications for the effectiveness in teaching conflict resolution in elementary school are
discussed.
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TABLE OF CONTENTS
List of Figures
CHAPTER
I. Introduction
Need
Purpose
Hypothesis
Theory/Background
Definition of Terms
Assumptions
Limitations
Summary
II. Review of the Literature
Introduction
Systemic Approach and Comprehensive/Large Scale /Studies
Large Scale Studies
Whole School and Whole Classroom Approaches
Conflict Resolution Training Integrated Into the Curriculum
Peer Mediation and Cadre Programs
Peer Mediation in Elementary Schools
Middle School Cadre Programs
Summary
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III. Design 26
Participants 26
Materials 26
Method 27
Independent and Dependent Variables 29
Analysis of Data 30
Summary 30
IV. Results 32
Introduction 32
Results 32
Summary 36
V. Discussion 37
Review of the Results 37
Limitations 37
Conclusion 39
Implications for Further Research 39
References 41
Appendices 47
Appendix A Recall of the Steps Assessment 48
Appendix B Six Step Rubric 50
Appendix C Conflict Scenario Assessment 52
Appendix D Conflict Scenario Rubric 54
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LIST OF FIGURES
FIGURES PAGE
Figure 4.1 Mean pre and posttest scores for the recall test. 35
Figure 4.2 Mean pre and posttest scores for the conflict scenario response 36
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CHAPTER I: INTRODUCTION
Need
A few years ago two students entered Columbine High School and killed a
teacher, and thirteen fellow students. Later they committed suicide after injuring an
additional twenty-three students. Columbine students later admitted that the two
perpetrators had been severely, teased, mocked, humiliated, and were routinely excluded
by the popular group. Columbine students did not settle their conflict with either
aggressor constructively (Johnson, & Johnson, 2005). Conflicts are constructively
resolved when all involved are satisfied with the resolution and the relationship between
the involved people has improved, and the ability to resolve conflicts in the future has
been improved. It is clear that the students at Columbine High School had never learned
to manage conflicts in a positive way (Johnson & Johnson, 2005).
Recent extremely violent events in schools have prompted schools to initiate
programs aimed at reducing school violence and conflict between students. Programs
usually focus on reducing aggressive and disruptive behaviors such as fighting, and
verbal conflicts. Even when these behaviors are not overtly violent they disrupt the
learning environment and create interpersonal problems for students (Wilson & Lipsey,
2003). Considerable instructional, administrative, and learning efforts are interrupted,
because students and teachers are frequently engaged in conflicts that are managed poorly
(Johnson & Johnson, 2005). Schools should attempt to minimize aggressive type
behaviors like fighting, name-calling, bullying and intimidation that can make the school
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environment negative and can lead to more serious types of violence. Most of these
behaviors begin with some type of conflict that is not resolved (Wilson & Lipsey, 2003).
Every child has the right to go to a safe school where students are free from undue
psychological stress and physical harm. It is difficult for students to acquire academic and
social competencies when they do not feel safe in school (Nelson, Martella, &
Marchand, 2002). In response to the need for violence prevention, school administrators
engage in three approaches to violence prevention (a) security (b) punishment and (c)
conflict resolution. Security approaches keep violence down, and punishment deters
violence, but neither approach solves the problem. However, conflict resolution programs
provide alternatives to violence and teach students other ways of behaving and interacting
(Breunlin, Cimmarusi, Bryant-Edwards, & Hetherton, 2002). There is substantial
evidence that violent behavior is learned and can be prevented through teaching alternate
behaviors (Breunlin et. al. 2002). Constructive management of conflict can increase the
productivity in the classroom, however teachers receive little training on how to teach
students these strategies (Johnson & Johnson, 2006).
The goal of conflict resolution is to find a solution to a problem where both
parties get what they want and avoid conflict in the process. Violence occurs when one
party uses violence to get his or her way at the expense of the other party, and the loser
reacts to defeat by acting out (Breunlin et al. 2002). Conflict resolution techniques
encourage people to analyze problems critically and learn nonviolent methods of dealing
with conflict. Teachers can teach conflict resolution training in a variety of school
settings (Williamson, Warner, Sanders, & Knepper, 1999). If students have learned
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conflict resolution techniques they may be able to resolve their differences and
disagreements without resorting to violence or aggression (Chetkow-Yanoov,1996).
Purpose
The purpose of this study was to investigate and assess the effectiveness of
conflict resolution training on students' ability to apply conflict resolution strategies and
on the students' ability to recall the six steps of conflict resolution.
Hypothesis
It was hypothesized that after participating in conflict resolution training, students
would have increased knowledge of the steps of conflict resolution as indicated by a pre-
test and post-test of knowledge. It was also hypothesized that after participating in
conflict resolution training students would resolve conflicts in more peaceful ways and
with less aggression than prior to training. This would be indicated by a pretest and
posttest of conflict resolution style where students respond to a realistic conflict scenario.
Theory/Background
Conflict management is a philosophy and a set of skills that assist individuals and
groups in better understanding and dealing with conflict as it arises in all aspects of their
lives (Tschannen-Moran, 2001). According to Morton Deutsch (1989), a conflict occurs
whenever incompatible activities occur. An action that is incompatible with another
action prevents, obstructs, interferes, injures or in some way makes the latter less likely
or less effective. Conflict is an inevitable part of life, and how it is managed can enhance
or disrupt cooperation and group productivity (Deutsch, 2003). Morton Deutsch's law of
social relations states that there are two types of group interaction styles (a) cooperation
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and (b) competition. Cooperation induces openness, helpfulness, trust, friendliness and an
orientation toward mutual power. Competition on the other hand, induces coercion,
deception, threat, hostility, and suspicion and induces issues of conflict (Deutsch 2003).
Building on Deutsch's research, Johnson and Johnson (2006) have detailed a large
number of studies that indicate that a cooperative process leads to greater productivity,
more favorable interpersonal and intergroup relations, and more constructive resolution
of conflict. Cooperative relations are also referred to as social interdependence (Deutsch,
2003). In contrast, competition stimulates the view that the solution of a conflict can only
be imposed by one side on the other which leads to threats, violence and coercion. Each
competitor seeks superiority and power, which creates a power struggle and escalates the
conflict. In other words, someone must win, and someone must lose (Deutsch, 2003).
Johnson and Johnson's (1998) social interdependence theory expands on Morton
Deutsch's theory. Johnson and Johnson apply social interdependence theory directly to
education. Social interdependence occurs when individuals share common goals and each
individual's outcomes are affected by the actions of others (Johnson & Johnson, 1998).
They state that whether a conflict is resolved constructively or destructively is determined
by whether participants have learned the procedures for constructively managing
conflicts. Conflicts are constructively resolved when all the individuals involved are
satisfied with the resolution, the relationship among the individuals has improved, and the
individual's ability to resolve conflicts with each other has improved, (Johnson &
Johnson, 2005).
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Schools and classrooms become conflict negative organizations when conflicts
are ignored, suppressed, denied, and avoided. Johnson and Johnson (2005) further state
that conflicts are inevitable, healthy and valuable. Conflicts are potentially constructive
and should be encouraged. Students can be taught to negotiate constructive resolutions.
Resolution of conflict requires people to value the long-term relationship with another as
more important than the result of any short-term conflict.
According to Johnson and Johnson (2005), there are two types of social contexts
in which conflicts occur in schools (a) competitive and (b) cooperative. Competitive
contexts result in destructive outcomes of conflict, because it results in a win-lose
situation where someone must win and someone must lose. Cooperative contexts result in
positive or constructive outcomes, because there is joint benefit to both parties. This is
known as a win-win situation (Johnson & Johnson 2005). Johnson and Johnson state
further that conflicts cannot be managed constructively in a competitive or individualistic
learning environment and that a cooperative context is necessary. Cooperation results in
greater effort, improved interpersonal relations, and reduced risk of depression and
anxiety (Johnson & Johnson, 2005).
The two types of conflict resolution programs in school districts are the (a)
cadre approach and the (b) total school or total classroom approach. The cadre approach
involves training a small group of students to be peer mediators who help fellow students
resolve conflicts. The total school/classroom approach involves training all students to
use conflict resolution strategies. Conflict resolution training teaches self-regulation,
responsibility, empowerment, and critical thinking skills.
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According to Johnson and Johnson (2005), students have a negativity bias
concerning conflicts. Students view conflict as negative and confuse conflict with anger,
fighting, quarreling and overestimate the frequency in which it occurs. Students view
violence as a necessary component of conflict resolution. Johnson and Johnson (2005)
believe that students must learn that conflict is inevitable and can be resolved in a
positive way. Johnson and Johnson's integrative negotiation theory incorporates six steps
to resolving conflicts: (a) state wants (b) express feelings (c) state reasons underlying
wants and feelings (d) communicate understanding of others (e) generate three solutions
and (f) reach agreement on a mutually beneficial solution. All students should be taught
how to negotiate in order to resolve conflicts in a constructive way that is beneficial to all
parties involved (Johnson & Johnson, 2005).
Definition of Terms
1. Cadre Approach-Training a small number of students to be peer mediators who
help schoolmates resolve conflicts more constructively.
2. Competitive Learning-Students working against each other to achieve a goal
that only one or a few can attain.
3. Conflict-An activity that prevents, blocks, or interferes with another activity.
4. Cooperative Learning-Students working together to accomplish shared goals.
5. Individualistic Learning-Students work by themselves to accomplish learning
goals.
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6. Interdependence-When group members are linked in a way that one cannot
succeed unless the other members succeed, and they all must coordinate their
efforts to complete a task.
7. Total School/Classroom Approach-Training all students to use conflict
resolution techniques to resolve conflicts constructively.
8. Win-Lose Negotiations-When each negotiator has as his or her goal making an
agreement more favorable to oneself than to the other negotiator.
9. Win-Win Negotiations-When each negotiator has as his or her goal making an
agreement that is mutually beneficial to both parties.
Assumptions
In this investigation it was assumed that all students participated in the training
sessions, and all students put forth adequate effort and concern on both the pre-test and
post-test assessments. It was also assumed that all assessments were scored equitably. It
was further assumed that the instruments accurately assess knowledge of the steps of
conflict resolution and the ability to resolve conflicts. It was assumed that students
answered honestly and accurately all questions. It was also assumed that both the pre-
tests and post-tests were administered in a uniform way.
Limitations
This investigation had several limitations. The population used was limited to
middle class third grade students from a rural school district, and they were all regular
education students. The sample size was small and not racially diverse. The post-test
occurred close in time to the last training session and may not indicate a long-term gain in
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skills and knowledge. Additionally, the teacher's inexperience administering conflict
resolution training may be a limitation, because it was her first time training students to
use conflict resolution skills. In addition, the experimental group and the control group
were each taught by different teachers. Each teacher also administered the assessments to
the respective group and may have differed in some way.
Summary
Chapter II includes a review of the research related to conflict resolution and peer
mediation training. It includes studies of kindergarten through high school students and
both cadre and total school approaches to training. Chapter III includes the description of
the design of the experiment. Chapter IV provides a review of the results and the
outcomes of the investigation. Chapter V includes conclusions that could be inferred
from the experiment and a discussion on further future research considerations. This
includes how the investigation could be conducted in order to allow for greater
generalizability to the population.
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CHAPTER II: REVIEW OF THE LITERATURE
Introduction
The research reviewed below is discussed from the most general to the most
specific as related to the current study. General research includes a review of studies that
provide an overview of conflict resolution programs initiated in schools. It includes
research that involves a systemic approach and comprehensive large-scale studies
involving whole districts and multiple schools. The more specific research includes
studies conducted on schools utilizing a whole school or whole classroom approach that
incorporates all students. Further review will include studies where conflict resolution
training was integrated into the curriculum. Finally, studies involving cadre peer
mediation programs will be reviewed.
Many peer mediation and conflict resolution programs have been instituted all
over the United States, however most programs have only been evaluated using anecdotal
evidence. There is an ongoing need to effectively assess and evaluate the programs used
to determine how effective they are (Powell, Muir-McClain, Halasyamani, 1995). There
are several basic types of conflict resolution programs taking place in our schools. There
are two main types of conflict resolution programs in place in schools. The first type is
known as the whole school or whole class approach. In this approach all students receive
conflict resolution training and all students learn to negotiate and solve problems. The
second approach is the peer mediation or cadre approach where only a small group of
students is trained to mediate conflicts with peers (Johnson & Johnson, 2005). This
review will discuss studies of both types of programs.
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Systemic Approach and Comprehensive Large Scale Studies
According to the Institute for Urban and Minority Education at Teachers College
of Columbia University (2005), schools need to take a systemic approach to preventing
school violence. Schools must address school violence on multiple levels, such as at the
levels of the discipline systems, by instituting conflict resolution training to staff and
students, by integrating conflict resolution training into the curriculum, and by working
with the community. The Institute states further that by promoting conflict resolution
training as part of a comprehensive program on nonviolence students will develop the
skills to help them resolve problems within families, communities and nations in the
future.
Farrell, Meyer, and White (2001) evaluated a school-based violence prevention
program called Responding in Peaceful and Positive ways (RIPP). The goal of this
program was to reduce violence in sixth grade classes of urban youths. The subjects were
from three middle schools in Richmond, Virginia who were assigned randomly to an
experimental or control group. Students were exposed to curriculum that enhances
knowledge, attitudes, and skills that promote nonviolence and problem-solving skills for
preventing violence. The results indicated that the training resulted in reduced discipline
referrals and reduced suspensions overall (Farrell et al. 2001).
Garibaldi, Blanchard, & Brooks (1996) conducted an outcome evaluation of the
Resolving Conflict Creatively Program in four New Orleans Schools to determine the
program's impact on teachers' management skills and their use of suspension referrals. It
was hypothesized that teachers with good classroom management skills and the ability to
implement conflict resolution practices would be less likely to make large discipline
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referrals. After interviewing teachers and principals 57% indicated that as a result of the
conflict training they were able to resolve problems they could not resolve or identify
before the training (Garibaldi et al, 1996). It could be concluded that the staff benefits
from conflict resolution training too. The staff will need to have conflict resolution
training to successfully and fully implement any comprehensive type program.
Large Scale Studies
Tschannen-Moran (2001) states that there is evidence that conflict resolution
training can be effective on individual students, but school-wide effects have not been
explored as widely. This study explores the impact of conflict resolution training on 50
high schools in Ohio that implemented conflict resolution programs. The study utilized
both qualitative and quantitative methods of investigation. Three major types of data
were collected: document analysis, interview data, and faculty surveys. The school
implemented curriculum infusion, peer mediation and held special events to promote
conflict resolution. The findings include: safer school environment, less physical fighting,
reduced staff time resolving conflicts, increase in students use of negotiation skills.
Additionally, out of the 50 schools, 48 of them still had programs in place three years
later (Tschannen-Moran, 2001). This study demonstrates the value of conflict
management training and its effectiveness in reducing school violence and gives merit to
the positive effects on the school as a whole.
The Tennessee Education Association and the Appalachia Educational
Laboratory Study Group on Conflict Resolution (1993) was formed to examine the issue
of conflict resolution and to find existing materials and methods to reduce classroom
conflict and disruption in Tennessee schools. They examined many different curriculums
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and conducted case studies on various schools. The study group gathered information
using surveys from staff and telephone interviews, and it was concluded that conflict
resolution training and peer mediation both are effective ways to reduce school violence
and minimize classroom disruption. Conflict resolution training impacts the school as a
whole by improving the overall school climate and by reducing violence.
The Ohio Commission on Dispute Resolution and Conflict Management (1994)
initiated a three-year School Conflict Management Demonstration Project. Thirty schools
reflecting the state's diversity participated in the study. This study investigated a wide
variety of approaches, such as the mediation approach, the whole school approach, and
the classroom approach. Results were assessed and they analyzed questionnaires,
discipline reports and interviews conducted by independent researchers. The findings
include decreases in disciplinary actions, 50% reduction in suspensions, and improved
school climates. They also reviewed student surveys and found students' attitudes toward
conflict improved, and students had increased understanding of nonviolent problem-
solving methods, and enhanced communication skills. This is one of the largest studies
ever undertaken in school conflict resolution research. It included over 30 schools in
rural, urban and suburban communities. Three years of qualitative data were evaluated
(Ohio Commission on Dispute and Conflict Management, 1994). Students increased their
ability to handle conflict and there were fewer administrative disciplinary actions.
Programs like this give students control and responsibility, and ownership.
Another peer mediation program was effective in reducing disciplinary referrals,
but it did not change the school climate or the students' attitudes, possibly because not all
students received the training. Smith, Daunic, Miller and Robinson (2002), examined a
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conflict resolution peer mediation program in three middle schools in rural North Florida.
Peer mediators were selected from each school and trained to be mediators. In addition, a
school-wide program of five lessons was taught to all students. The study lasted four
years and looked at student attitudes, school climate, resolution of conflicts, and
discipline referrals. They found no school-wide change in students' attitudes or teachers'
views of school climate. They concluded that for attitude changes to occur the whole
school environment should be entrenched in the program. There was however, a
reduction in disciplinary referrals. According to Smith et al. (2000), the research base for
the effectiveness of school-based conflict resolution and peer mediation programs is
limited, and they believe that more thoroughly well designed studies need to occur.
Comprehensive programs where all students are trained, and the training is also
integrated into the curriculum and spiraled over years is much more effective than the
cadre approach. To change attitudes and improve the school climate in the long-term
training is needed for all students. Resolving Conflict Creatively (RCCP) is a K-12
comprehensive, multi-year strategy for preventing violence and creating caring and
peaceable communities. RCCP serves 400 schools in 16 urban, suburban and rural school
districts. It is a research-based school program that increases social and emotional
learning. It serves all NY Public School children (Lantieri & Patti, 1996).
According to Lantieri and Patti (1996), RCCP follows the peaceable schools
model. It requires a commitment of at least five years of any school system. It is a K-12
curriculum, and it incorporates training for teachers, administrators, and parents (Lantieri
& Patti 1996). The primary goal of the RCCP program is to ensure young people develop
the skills they need to develop caring relationships and healthy lives. According to
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Selfridge (2004), it is challenging to synthesize the research on this program, because
districts and teachers modify the program and curriculum to be specific to their district or
schools' needs. However, Anchorage Schools reported a positive association between
RCCP implementation and academic achievement and a more positive school
environment.
Furthermore, New York City Schools findings state that positive social behaviors
increased and academic achievement increased. Atlanta Schools stated that teachers
reported less violence, increased student cooperation and parents reported self-
improvement in communication and problem solving. Additionally, 87% of teachers in
New York reported children used conflict resolution skills, less violence, increased self-
esteem and empowerment. Ninety percent of teachers rated the program as excellent and
96% infuse the training into the curriculum. RCCP also had documented benefits such as
lower rates of suspensions in middle school and lower rates of high school dropout
(Selfridge, 2004).
Whole School and Whole Classroom Approaches
Approaches where all students are instructed in the use of conflict resolution
techniques are called whole school or whole-classroom approaches. They are also
referred to as peaceable classroom and peaceable school approaches (LeBoeuf, Delany-
Shabazz 1997). Peaceable classroom is a whole classroom methodology that includes
teaching students the foundations, principles and problem-solving processes of conflict
resolution. It is incorporated into the core subjects and into the whole classroom
management repertoire (LeBoeuf et al. 1997). Peaceable school programs build on the
peaceable classroom approach by incorporating conflict resolution into the management
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of the entire institution with all members learning and using the strategies. There are
many various programs being implemented in US schools. However, two of the most
common programs are RCCP and the Teaching Students to be Peacemakers Program
(TSP). Teaching Students to be Peacemakers Program is a 12-year spiral program that is
taught each year in a more sophisticated and complex way (Johnson & Johnson, 2005).
Johnson & Johnson (2005) state that it takes years to develop the skills to be become
competent in resolving conflicts and any thought that a few hours of training is enough to
train students in a high level of competence is misguided.
Johnson and others (1995) state that opinion and anecdotal evidence is helpful,
but they call for carefully conducted research that specifically addresses the effectiveness
of conflict resolution training in teaching students to constructively manage conflict.
Furthermore, they question whether students actually learn the conflict resolution
procedures and ask whether students can apply the procedures to actual conflicts.
Johnson & Johnson conducted a study with 176 middle school students who were
assigned to an experimental and control group. The experimental group received the
training and the control group received no training. They used a pretest and posttest
control group experimental design. Students received training three times each week for a
total of 14 hours of training. Pretest and posttest measurements were paper and pencil
tests. First students wrote how they would resolve conflicts by listing the steps of
negotiation. Next, they read two conflict scenarios and responded by writing how they
would handle each situation. The results indicated that before training most students did
not use negotiation to resolve conflicts, but after training 75% of students listed 100% of
the negotiation steps as the procedure they would use. Furthermore, 34% of students used
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negotiation as a major strategy and another 22% proposed alternative agreements without
indication of the steps of negotiation. In response to the conflict scenarios, after training
50% of trained students indicated they would negotiate as opposed to 10% of the
controls. According to Johnson & Johnson (1994), this study shows that conflict
resolution training is effective at teaching students to manage conflicts constructively.
Fourteen hours of training was effective to teach the negotiation skills, but Johnson &
Johnson question whether students will retain the skills over time or apply them to real
life experiences.
Johnson & Johnson (1994) also investigated the effectiveness of conflict
resolution training with elementary school students. The purpose of the study was to
determine the types of conflicts children engage in, whether students need to be educated
to manage conflicts constructively, whether students can learn and apply the negotiation
and mediation skills to new conflicts that arise, and whether students would use the
procedures and skills and therefore reduce the number of disruptive problems in the
classroom.
The sample consisted of 92 students in grades one through six from four middle
class classrooms in a suburban school. Again they used the pre and posttest design, and
classrooms that participated were selected at random from teachers who volunteered to
participate. Target classrooms received conflict resolution training for 30 minutes per day
for six weeks. Results were assessed using the conflict scenarios and a videotaped
simulation of a role-play. The training was drawn from the curriculum of Teaching
Students to be Peacemakers Johnson & Johnson (20025). Post measures were
administered both two and four weeks after the training.
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The results indicated that 83 of the 92 students recalled 100% of the negotiation
steps and before training half the students indicated on the scenario measure that they
would tell the teacher. However, after training only 15% indicated they would tell the
teacher. The role-play measure indicated that 80% of students used the six-step
negotiation pattern. The teachers and principal reported they spent less time resolving
student conflicts (Johnson and Johnson, 1994). This study shows that conflict resolution
training is effective with elementary students as a way to increase their ability to resolve
conflicts constructively.
Even younger students can learn to resolve conflicts effectively. Students of all
ages from kindergarten and up can learn to negotiate if they are trained. According to
Johnson and Johnson (2001), numerous conflict resolution and peer mediation programs
have been implemented, but very little empirical evidence has been done to determine the
effectiveness of the training. In contrast, Johnson and Johnson conducted 17 studies on
the Teaching Students to be Peacemakers Program in eight different schools involving
students from kindergarten to ninth grades. The studies included rural, suburban, and
urban settings. Johnson and Johnson (2001) conducted a meta-analysis to systematically
review the effectiveness of the Teaching Students to be Peacemakers Program.
In the studies included in the meta-analysis the independent variable was the
presence or absence of the conflict resolution training. In the training groups students
received nine to fifteen hours of training. Eleven of the studies involved control groups.
In seven of the studies the classrooms and/or controls were randomly selected and in four
studies students were assigned randomly to conditions. In nine of the studies teachers
were rotated across conditions. A variety of dependent variables were employed in the
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studies. Not every dependent variable was assessed in every study, and different versions
of a dependent version were used in different studies (Johnson & Johnson 2001). The
dependent variables included: academic achievement and retention, knowledge of
negotiation and mediation procedures and application of the negotiation procedures, and
student attitudes toward conflict
After conducting the meta-analysis Johnson & Johnson (2001) found that students
do learn how to negotiate to a total recall level. Students also retained this knowledge
months later. Results of the scenario measures indicated that students were able to apply
negotiation and mediation procedures to actual conflicts. Observation reports and
interviews with teachers, and principals indicated that students did use the techniques in
playground, classroom and home situations. They also found that when conflict
resolution training was integrated into the academic curriculum, academic achievement
increased. Johnson & Johnson (2001) further concluded that without conflict resolution
training, many students might never learn how to constructively manage conflicts. In
conclusion, this meta-analysis demonstrates that Teaching Students to Be Peacemakers is
an effective conflict resolution-training program for students of a wide array of ages.
Conflict Resolution Training Integrated Into The Curriculum
To be life-long capable negotiators, students need to practice skills and apply
them to a wide arena. Conflict resolution can be an effective way to improve critical
thinking and academics. According to Johnson & Johnson (2001), it is important to link
conflict resolution training with academic learning, because curriculum integration
provides an arena for continued and frequent practice of conflict resolution procedures,
and it can increase academic achievement. In response, two middle school counselors
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became interested in determining whether teaching conflict resolution strategies
connected across the curriculum would increase and enhance student achievement,
problem-solving ability, and self-efficacy of middle school students (Poynton, Carlson,
Hopper, Carey, 2006). Participants included 115 seventh and eighth grade students from
a rural northwestern school. Two school counselors partnered with four classroom
teachers. Two classes were the intervention group and two classes were the comparison
group. Teachers were chosen by their willingness to use instructional time, and the
classes were matched. Both groups took pretest and posttests.
The intervention group received instruction two times per week for nine weeks.
They received 18 lessons in conflict resolution that were integrated into the regular
curriculum. The objective was to learn conflict resolution techniques and strategies and
make connections with multiple curricular areas such as math, reading and social studies.
Counselors and teachers engaged in team-teaching. The students also took the IOWA
Test of Basic Skills, Washington Assessment of Learning, Quizzle to assess problem
solving skills, and the Problem Solving and Logical Reasoning Survey. The results
indicated that the intervention had the largest impact on self-confidence and logical
reasoning. Results also indicated improved self-efficacy beliefs. However, the results did
not indicate substantial improvement in academic achievement (Poynton et al. 2006).
However, the training increased students' confidence and critical thinking.
Anyone can benefit from conflict resolution training. Even students in
kindergarten can learn to negotiate conflicts peacefully. Stevahn, Johnson & Johnson
(2000) conducted a study on the effectiveness of conflict resolution training integrated
into the curriculum with kindergarten students. Stevahn et al. (2000) questioned whether
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kindergarten children can learn conflict resolution procedures and whether children that
young could learn to seek agreements that maximize mutual gain. Participants were 80
kindergarten students in four classrooms in a suburban elementary school. This study
incorporated all the kindergarteners in the whole school, and students were assigned
randomly across conditions. The experimental condition taught conflict resolution
procedures as an integrated component of a friendship unit. The control group received
no conflict resolution training. They used a pre and posttest design.
An analysis was conducted to see if there were differences between the two
groups. Results show that after training the experimental group included significantly
more negotiation steps in their description of how they would handle conflict. The
experimental group was also more willing and able to apply negotiation procedures to
conflict situations. Children not only learned integrative negotiation, but also internalized
it. This study validated the curriculum approach to training as well as demonstrated that
five and six year old children can learn the procedures and can transfer and apply them
(Stevahn, Johnson & Johnson 2000). Integration is an effective way to teach negotiation
skills and even young children can learn and apply the skills.
Integration is an effective way to teach conflict resolution and will increase
academic skills and critical thinking. Stevanh, Johnson & Johnson (2002), further
expanded their research to high school students. They examined the effectiveness of
conflict resolution training and its impact on academic achievement when it is integrated
into the high school social studies curriculum. They questioned whether students would
learn the conflict resolution procedures, apply the procedures, use integrative negotiation
techniques, increase their academic achievement, and whether student attitudes toward
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conflict would change. Ninety-two 9th graders from a suburban high school in California
participated in the study. Students were randomly assigned to conditions. The conflict-
training group received training through an integrated social studies unit on World War
II. Students were evaluated using a multiple of measures to evaluate whether they learned
the negotiation steps, retention of learning the steps, applying the procedures, student
attitudes toward conflict, and academic achievement. Results indicated that 92% of the
experimental group students recalled all or most steps of negotiation. The trained students
also used more constructive strategies to solve conflicts. Trained students were also more
likely to use integrative strategies. Trained students also displayed greater academic
achievement in both social studies and language arts (Stevahn et al. 2002). This study
was replicated with a western civilization class and achieved similar results. These results
indicate that training was effective in increasing academic achievement and in teaching
resolution strategies. This is important, because teachers will not be motivated to use a
stand-alone program or a program that does not increase academic skills.
Stevahn, Munger and Kealy (2005) examined the effectiveness of the whole
school/whole classroom approach in a French immersion elementary school. This study
investigated the effectiveness of conflict resolution training on an entire student body. All
302 students received the training in their classrooms in both English and French.
Teaching Students To Be Peacemakers lessons were integrated throughout the curriculum
and the whole school participated. Results replicated those of other Teaching Students To
Be Peacemaker studies, and found that the training is effective. This further supports the
claim that students who are not taught how to manage conflict constructively may never
learn to do so (Stevahn et al. 2005).
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Peer Mediation and Cadre Programs
According to Rogers (1994) peer mediation is a method of resolving conflict that
helps people involved in a disagreement to reach a mutually acceptable agreement with
the help of neutral mediator. The cadre approach to peer mediation involves training a
small number of students to be peer mediators. This approach assumes that a few
specially trained students can defuse and mediate the conflicts taking place in the entire
student body (Johnson & Johnson 2005). The advantage of the cadre approach is that it is
less time consuming and less expensive than the whole classroom or whole school
approaches (Johnson & Johnson 2005). Many schools initiate this approach due to these
reasons.
Peer mediation programs encourage students to become problem solvers and
responsible citizens (Williamson, Warner, Sanders, Knepper 1999). In the elementary
school level, mediators usually work in dyads on the playground, in the lunchroom, or in
the classroom. At the secondary level, mediators usually have cases referred to them and
mediations take place in a more formal setting. Research indicates that peer mediation is
an effective way to resolve conflicts and lower discipline referrals in elementary and
secondary schools as well (Wolowiec, 1994).
Peer Mediation in Elementary Schools
Cadre approaches may not be as effective as a more comprehensive school wide
programs, but they can be an effective way to reduce discipline referrals. They are clealy
better than no intervention. According to Bickmore (2002), The Cleveland Ohio School
District initiated a peer mediation program in 28 elementary schools. Cleveland is a large
urban district with an enrollment of 75,000 students. They selected 25-30 students in
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grades three to five in each of the schools to attend three day peer mediation training and
to serve as mediators over a two-year period. Researchers collected both qualitative and
quantitative data. The results indicated that suspension was clearly reduced, achievement
test scores increased, and students understanding and inclination toward nonviolent
conflict resolution increased greatly (Bickmore, 2002). This large-scale study offers
strong evidence of the effectiveness of a cadre program approach.
(Johnson, Johnson, Mitchell, Cotton, Harris & Louison (2001) examined the
effectiveness of a peer mediation program in an inner-city elementary school. The
purpose of the study was to identify the type of conflicts, strategies used to resolve them,
and what types of solutions were derived. Forty-seven third and fourth graders received
one and a half days training and worked in partners as mediators. Johnson (et al. 2001)
found that peer mediation was an effective way to resolve student conflicts. Mediators
successfully resolved 98% of conflicts. Most conflicts involved relationship issues and
students generally used physical or verbal force in their attempt to resolve the problem
prior to mediation. Johnson and Johnson (2001) conducted a similar study in a
midwestern.elementary school and had similar findings. These studies demonstrate that
third and fourth grade students can successfully mediate conflicts for their peers. Cadre
programs are an effective way to reduce violence and increase positively resolved
conflicts.
Hart and Gunty (1997) investigated the impact of a peer mediation program on
the environment of an elementary school. They compared two matched elementary
schools using a pre and posttest design. One school had a peer mediation program
initiated and the other school did not. The conflict management environment of the two
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schools compared by examining the outcomes of conflicts, the number of conflicts and
the time off teaching to resolve students conflicts. The results indicated that the number
of student conflicts and the average time off teaching per conflict decreased significantly
in the school with a mediation program. This study suggests that a cadre approach to
mediation can improve the school environment and increase the teaching time on task.
Middle School Cadre Programs
Bell, Coleman, Anderson & Whelan (2000) investigated the effectiveness of a
peer mediation cadre program in a low-income rural elementary school. Mediators were
in sixth to eighth grade. Students completed a skills retention test after mediation
training. Additionally, the number and outcome of the mediations that occurred were
documented. Teachers completed effectiveness questionnaires and schools wide
measures compared the number of office referrals and suspensions. The results indicated
that the training was successful, because mediators were able to resolve conflicts 94% of
the times. There were fewer discipline referrals and fewer suspensions than the prior
year.
The suspension rate was at an all time high at McNair Middle School prior to the
inception of the peer mediation program (Thompson, 1996). A pilot peer mediation
program was initiated in order to promote a positive school environment, increase school
safety, and reduce discipline referrals. Twenty-five students were trained as peer
mediators and received two 20-day training sessions. After one year suspensions were
reduced 18.5% and by the second year 50% reductions occurred. There were reduced
incidences of fighting, increased self-esteem, enhanced problem-solving, and improved
morale (Thompson, 1996). Peer mediation programs can succeed and results can occur
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within the first and second years. This study further verifies that peer mediation cadre
programs can be a very effective way of reducing discipline problems and improving the
school environment.
Summary
In summary, the current research indicates that conflict resolution training would
be an effective way to teach students to resolve conflicts and thereby reduce school
violence. The research suggests that kindergarten through high school students would
effectively learn to use conflict resolution strategies to resolve conflicts in a peaceful and
positive way. According to the present research, students need to learn conflict strategies
and how to negotiate conflicts in order to reduce violence in the school, improve the
school climate, and improve attitudes regarding conflict.
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CHAPTER III: DESIGN
Participants
The participants of this experiment consisted of two 3rd grade classes at a rural
elementary school in Salem County, New Jersey. The school is located in a middle class
school district. There was an experimental group and a control group. The experimental
group was taught all subjects by the principal researcher, and the control group was
taught all subjects by another third grade teacher. Both teachers were equally qualified
and certified in the State of New Jersey. The experimental group consisted of 20 students
with 10 males and 10 females. The control group consisted of 20 students with 9 females
and 11 males. There were a total of 40 participants. The predominant race in both classes
was Caucasian and the students were all 8 or 9 years old.
Five students were eliminated from the study due to incomplete data. Three
students were eliminated from the experimental groups and two students were eliminated
from the control group due to incomplete data. This resulted in 35 participants.
Materials
The experimenter developed conflict resolution lessons using materials and
lessons from the New Jersey Bar Association, Teaching Students to be Peacemakers
(Johnson & Johnson, 2005) and Teaching Conflict Resolution Through Children's
Literature (Kreidler, 1994). Lessons were adapted to be age appropriate for children in
third grade. Prior to beginning any conflict resolution education, students completed a
pretest to assess their knowledge of the steps of conflict resolution. Students were asked
to list and describe the steps they would use to solve a conflict with someone. The teacher
provided the directions orally, and the students were also provided with written
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directions. Students recorded their answers on a worksheet in a list format (see Appendix
A). The experimenter developed a rubric to assess the knowledge and recall of the steps
of conflict resolution (see Appendix B).
Students also completed a response to a conflict scenario to assess prior
knowledge and ability to use conflict resolution strategies. Students read a short scenario
about a conflict that would typically occur in third grade at their school (see Appendix
C). Students completed a written response describing and explaining what they would do
and say to handle the situation. The scenario essays were scored using a rubric to assess
students' level of utilizing positive conflict resolution techniques (see Appendix D). The
rubric was developed by the experimenter and rated students' application of the conflict
resolution techniques. All assessments were repeated as a posttest after the students
received six weeks of conflict resolution training and instruction. The experimenter
created all assessments and rubrics.
Method
Prior to the experiment and conflict resolution training students frequently
engaged in conflicts over materials, order in line, working together on projects, and many
other common classroom activities. Students frequently handled conflict by telling the
teacher and expected the teacher to solve their problems for them. Students did not know
how to resolve their own conflicts without adult intervention and would not even try to
resolve issues on their own. Frequent disruption occurred as the teacher served as
mediator and problem-solver. Instructional time was compromised. Students frequently
argued about trivial matters. Students received several lessons about using I messages,
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anger management, and bullying as part of the guidance program. However, students did
not engage in any comprehensive conflict resolution or peer mediation type program.
The experimental group was selected because they were the experimenter's self-
contained classroom. The experimenter's third grade class was the only third grade class
out of six to receive conflict resolution training. The control group was randomly selected
from the remaining five 3rd grade classes. Students were originally placed in the classes
at random prior to the beginning of the school year.
Prior to the study both the experimental group and the control group completed a
pretest that required them to list and describe the steps of conflict resolution (see
Appendix A). Both groups also read a conflict scenario and responded by writing a
response describing what they would do when faced with a conflict (see Appendix B).
This established the prior knowledge students had of the steps of conflict resolution and
established what conflict resolution skills students knew how to apply in conflicts. Both
teachers provided directions for each assessment and answered the students' questions
about the directions.
The day after completing the pretest assessments the experimental group was
introduced to conflict resolution training. The control group received no training or
intervention. The experimental group engaged in various lessons and activities aimed at
increasing awareness of conflict, anger control, negotiation, perspective taking,
assertiveness, using "I" messages, and problem-solving. Some lessons were integrated
into the language arts curriculum and others were isolation lessons. The teacher modeled
the six steps of conflict resolution and negotiation and practiced role-plays in small
groups. The training occurred daily for six weeks. Students received 30 lessons that were
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30 to 40 minutes long. Additionally, minilessons and reinforcement lessons were
integrated throughout the curriculum. The lessons took place between 2:15 to 3:15 in the
afternoon daily. During language arts, literature was used to teach conflict awareness,
perspective taking, and problem solving. The teacher modeled role-playing and mediation
techniques during class and on the playground. The control group received no training or
intervention.
After the six weeks of training ended the students completed the posttest
assessments. These were the exact assessments given as pretests prior to the study. Both
the experimental and control groups completed the pretests and the posttests. Students
were assessed to see whether they learned the six steps of conflict resolution, and whether
they could apply the strategies to an actual conflict scenario. The assessments were given
to determine if the training was effective.
Independent and Dependent Variables
The independent variable in this experiment was the conflict resolution training.
The dependent variables were the written recall of the steps of conflict resolution and the
written response to the conflict scenario that were initiated before and after the study. It
was expected that the students in the experimental group would recall significantly more
of the steps of conflict resolution training after the training than before the training. It was
also expected that experimental group would utilize a higher level of conflict resolution
strategies in their responses to the conflict scenarios after receiving the training.
Furthermore, students in the experimental group were expected to increase their
knowledge of the conflict resolution steps and increase their ability to apply the strategies
to conflict scenarios significantly more than the control group. Additionally, it was
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expected that the control group would show no significant changes in their recall of the
steps of conflict resolution or their application of the conflict resolution strategies to the
conflict scenarios.
Analysis of Data
After the six weeks of conflict resolution training were complete, the scores from
the pretest and the posttest of the experimental group and control group were collected.
The pre and posttests were compared using a two-way mixed factorial analyses with a pre
and posttest design. The results were analyzed using a within and between group
analysis. Pre and posttests for each group were compared for each assessment.
Additionally, the two groups were also compared to determine if there was a significant
main effect.
Summary
During this experiment, one third grade class received conflict resolution training
and a randomly selected third grade class at the same school received no intervention and
served as a control group. The experimental group received six weeks of conflict
resolution training that was taught both in isolation and integrated into the curriculum.
Both groups completed pre and post assessments to determine their knowledge of the
steps of conflict resolution and their application of the strategies to a realistic conflict
scenario. Rubric scores were collected and mean differences were calculated between the
pretest and posttest for the experimental and control group. They were analyzed using a
two way mixed factorial analysis of variance to determine if the pre and posttests for each
group differed significantly and to determine if the two groups differed significantly. This
would indicate whether the training was effective. It was expected that the pre and post
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test scores for the experimental group would differ significantly, and the pre and posttest
scores for the control group would not. It was expected that the experimental group
would experience a more significant increase in scores than the control group. It was
expected that there would be a significant difference between the scores of the two
groups overall.
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CHAPTER IV: RESULTS
Introduction
The purpose of this study was to discover the effectiveness of conflict resolution
training with third grade elementary school students. It was hypothesized that the
experimental group of students receiving the conflict resolution training would learn the
six steps of conflict resolution, and they would be able to apply conflict resolution
strategies to resolve conflicts with peers. This would be supported by a significant
increase in the ability to name the six steps of conflict resolution as measured by pre and
posttests. Students would also be able to name significantly more steps after training
than the control group, since the control group did not receive any intervention.
Additionally, the experimental group would demonstrate higher-level responses in using
negotiation and problem-solving strategies when responding to a conflict scenario than
prior to training as evidenced by the pre and posttest scores. They would also score
significantly higher than the control group on this same measure. This would be
evidenced by a significant difference in the scores on the conflict scenario measure
between the two groups. Furthermore, the experimental group would know how to
employ conflict resolution strategies to resolve conflicts more constructively and
peacefully then the control group. Comparing the two groups for a main effect would
support this.
Results
Prior to beginning the conflict resolution training study, all students in both the
experimental and control groups took a pretest to indicate recall of the six steps of
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conflict resolution (see Appendix A) and a pretest of responding to a conflict scenario
(see Appendix B). These tests were repeated at the conclusion of the conflict resolution
training. Pre and posttests for recall of the six steps of conflict resolution were scored
according to how many of the six steps were correctly recalled out of the six resulting in
a score of 0 to 6 (see Appendix B). The pre and posttest conflict scenario responses were
scored using a rubric ranging from 0 to 7 for the use of conflict strategies (see Appendix
D). Data was recorded for each condition group. There were 17 subjects in the
experimental group and 18 in the control group.
A two way mixed factorial analysis of variance with a pre and posttest control
design was conducted. Results were analyzed using within and between group analyses.
Pretest scores on the step recall test were similar for both groups. The mean score for the
experimental group was .5882, and the mean score for the control groups was .4444. Both
groups were similarly not able to name the six steps of conflict resolution. Both groups
named less than one step correctly. On the step posttest the mean for the experimental
group was 5.1765 steps recalled and the mean for the control group was .0000. The
control group actually scored lower on the posttest, and the experimental group was able
to name 5 steps. Posttest scores on the step posttest were compared with the pretest scores
for the experimental group and there was a significant difference F = 111.73, p < .000 at
df(1,33). Students in the experimental group named significantly more steps during the
post-test. This indicates that students learned the steps as a result of the conflict
resolution training, and the training was effective. Furthermore, the posttest scores for the
experimental and control groups were compared and the experimental group named
significantly more steps on the posttest than the controls F = 163.984, p < .000 df (1,33).
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This indicates the experimental group's gain was due to the conflict resolution training
not to other factors.
Pre and posttest scores for the conflict scenario response were also analyzed for
both groups. The experimental group scored a mean of 3.5294 on the pretest and the
control group scored a mean of 2.5000. On the posttest the experimental group scored a
mean of 4.8235 and the control group scored a mean of 2.6667. The experimental group
used a significantly higher level of strategies to resolve the conflict F = 8.791, p .006 df
(1,33) on the post-test as opposed to the pretest. This indicates that the conflict resolution
training had a positive effect on the students' ability to apply conflict resolution strategies
to conflict scenarios. (see figures 4.1 and 4.2).
Figure 4.3 Mean pre and posttest scores for the step recall test.
6
1.00
SPRE
SPOS-2.00
GROUP
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Figure 4.2 Mean pre and posttest scores for the conflict scenario response.
5.0
4.5
4.0
3.5
3.0
s-. ll1 SCPRE
2.0 _ I SCPOS-
1.00 2.00
GROUP
Further analysis compared the overall posttest scores between the groups for both
the step and scenario measures. A significant main effect was found between the goups F
= 18 .2 6 3 , p< .000, df (1,33). This main effect supports the hypothesis that conflict
resolution training was effective because the experimental group had statistically
significantly higher posttest scores overall for the steps and scenario test combined. This
supports the effectiveness of conflict resolution training, since the students who received
the training were able to name significantly more steps, and they applied significantly
more strategies to resolve a conflict in a scenario. Conflict resolution training improved
the experimental group's ability to resolve conflicts peacefully.
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Summary
In summary there was a two way mixed factorial analysis conducted in the study.
A significant difference was found between the experimental and control groups in regard
to the naming and recall of the six steps of conflict resolution with the experimental
group naming more steps after the training than the control group. There was also a
significant increase in the number of steps recalled by the experimental group as
indicated by the comparison of the pre and posttests of step recall, indicating the conflict
resolution training was effective in teaching the steps to resolve a conflict.
Additionally, a significant difference was found between the experimental group
and the control group in regard to the conflict resolution scenario response. The
experimental group was able to resolve conflicts using strategies more effectively and
peacefully than the control group. Furthermore, the experimental group learned and
applied conflict resolution strategies significantly more in the posttest than in the pretest
indicating the conflict resolution training was effective in teaching students to resolve
conflicts more peacefully. An overall comparison of the step and scenario posttests
combined and compared between groups indicated a main effect with the experimental
group scoring significantly higher than the control group. This supports the hypothesis
that conflict resolution training is effective.
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CHAPTER V: DISCUSSION
Review of Results
After reviewing the data it was found that conflict resolution training is effective
in teaching students the steps of conflict resolution to resolve conflicts. This supports the
hypothesis that conflict resolution training would increase a student's knowledge of the
steps required to resolve conflicts. It also supports the hypothesis that student's could
apply strategies to resolve conflicts peacefully. This research supports the wider range of
prior studies indicating the effectiveness of conflict resolution training. Johnson &
Johnson (2005) conducted various types of conflict resolution training and concluded that
direct instruction in conflict resolution is effective.
This study provides evidence that direct instruction in conflict resolution increases
a student's knowledge of the steps to resolve a conflict and increases a student's
knowledge of how to resolve conflicts using less aggressive strategies and more peaceful
methods. Without direct instruction in conflict resolution strategies, some students may
never learn to resolve conflicts effectively and peacefully. Although the study found
conflict resolution training to be effective in a controlled classroom environment, it is not
known how students would actually apply strategies or go through the six steps in a real
life situation. It is also questionable whether students will retain what they have learned
over a long period of time.
Limitations
One limitation of the current study was the length of the study. Due to time
constraints the study was limited to six weeks of training. Although the six week training
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showed that conflict resolution training was effective, a longer period of training may
have produced a larger effect. Johnson & Johnson (2005) the originators of Teaching
Student to be Peacemakers suggest a 12-year spiral curriculum for the greatest effect.
They state that fully internalizing the strategies requires a lengthy training period and
repeated practice.
Another limitation relates to the administration of the assessments and of the
training itself. Two different teachers taught the experimental group and the control
group, and these two teachers also administered the assessments. The teacher of the
experimental group was the researcher. The two teachers may have administered the
assessments differently. The students may also have been more motivated to complete the
posttests in the researcher's class, since they had received six weeks of training and were
also very eager to please the teacher. The control group may have lacked some
motivation to complete the posttests. They may have viewed this as unimportant, since
they had not received the intervention and had already completed the assessments.
Furthermore, the teacher teaching the experimental group the conflict resolution
strategies had never taught conflict resolution before. Her inexperience with the subject
matter may have produced lower results than an experienced teacher of conflict
strategies.
In addition, there were some limitations concerning the sample. The sample size
was quite small with only 17 participants in the experimental group and 18 participants in
the control group. A larger sample may have produced different results. The two groups
were also not matched for intelligence, achievement, or personality or any other factors,
so there may have been other factors in play that were not controlled. The sample also
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was not very diverse as far as race, ethnicity, socioeconomic status and age. Most
students in both groups were middle class Caucasian students who were placed in regular
education. All students were in third grade. The results of the study are limited to this
sample's characteristics.
An interesting limitation of the study was the exposure of the control group to
conflict resolution topics. The experimental and control group both attended a puppet
show and a play in which the topic of each was conflict resolution. There were also
posters hanging around the school in the halls and common areas listing the steps to
resolve a conflict. However, the control group still had a mean of zero steps of conflict
resolution recalled on the six steps of conflict resolution posttest. The control group
recalled fewer steps after the six weeks even after being exposed to the above factors.
Conclusion
In conclusion, the results of this study showed a significant difference between
the pre and posttests for the experimental group for both measures of steps recalled and
strategies applied to conflict scenarios. When compared with the control group the
experimental group showed significantly more improvement than the control group on all
measures. When the results of both measures were aggregated and the two groups were
compared, the experimental group showed significantly more improvement overall. The
results of this study indicate that conflict resolution training is an effective way to teach
students how to resolve conflicts peacefully.
Implications for Further Research
There is a need to conduct more research on the actual application of conflict
strategies in real life situations. Although students may demonstrate skill during pencil
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and paper assessment it would be more authentic to conduct research through observation
of actual use of strategies. More research also should address application of the strategies
over a longer period of time. Perhaps a longitudinal study where students were followed
for a period of years. In addition, further research would be beneficial for specific groups
of children such as: socioeconomic groups, age groups and special education students.
Additional research on curriculum integration of conflict resolution topic versus
freestanding lessons would also be beneficial. More research on the length and type of
training would be important. For example, is a 12-year spiral with curriculum integration
more effective than short term 30 hour training sessions? Although there have already
been a large number of studies conducted on conflict resolution, there are still many areas
that need to be explored. If we as a society want to decrease violence, we must learn to
resolve our conflicts peacefully, because there is no way to eliminate conflicts from our
world. Additional research in these areas may increase our knowledge of how to best
prepare our youth to manage conflicts.
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APPENDICES
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APPENDIX A
Recall of the Steps Assessment
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APPENDIX A
Recall of the Steps AssessmentDirections: List and describe the six steps of conflict resolution. Pretend you have aconflict with another person. List step by step the way to solve a conflict and explainwhat you would do.1.
2.
4.
5.
6.
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APPENDIX B
Six Step Rubric
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APPENDIX B
Six Step Rubric
0 Points: No steps recalled.
1 Point: Recalls one step.
2 Points: Recalls two steps.
3 Points: Recalls three steps.
4 Points: Recalls four steps.
5 Points: Recalls five steps.
6 Points: Recalls six steps.
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APPENDIX C
Conflict Scenario Assessment
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APPENDIX C
Conflict Scenario Assessment
Directions: Read the following scenario. Think about how you would resolve the conflictwith the other person. Write what you would do to solve the problem and how you wouldrespond if this really happened to you.
It is lunchtime at your school. You enter the cafeteria and put your lunchbox on the tablenext to your friend John. You realize you need a napkin, so you get up and get one. Whenyou return to the table Sydney is in your seat and has moved your lunchbox to anotherspot. You want your seat back. Sydney says she's sitting there now. What would you do?
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APPENDIX D
Conflict Scenario Rubric
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APPENDIX DConflict Scenario Rubric
Points are assigned according to the student's response.
* 0 points: No response or doesn't know what to do.
* 1 point: Uses physical or verbal aggression
* 2 points: Withdraws from the situation or walks away.
* 3 points: Tells the teacher
* 4 points: Asks the other person to give them what is wanted.
* 5 points: Provides alternatives for the other person to do.
* 6 points: Uses some negotiation: I'll do this if they do that.
* 7 points: Negotiates for a win-win solution that both parties would be happy
with. Mentions several solutions to solve the problem that would be beneficial
to both parties.